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Article 7 |\n| --- | --- |\n| Spring 5-31-2019\u003Cbr>Complementary Learning: Piloting a Blended Format for Canadian Composition Courses\u003Cbr>Jordan Stouck\u003Cbr>University of British Columbia, [jordan.stouck@ubc.ca](jordan.stouck@ubc.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.1.7992](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7992) |  |\n\nRecommended Citation  \nStouck, J. (2019). Complementary learning: Piloting a blended format for Canadian composition courses. The Canadian Journal for the  \nScholarship of Teaching and Learning, 10(1). [https://doi.org/10.5206/cjsotl-rcacea.2019.1.7992](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7992)  \nComplementary Learning: Piloting a Blended Format for Canadian Composition Courses  \nAbstract  \nThis paper describes a pilot blended learning format for a first-year genre-based Canadian composition course. It measures responses to the online learning materials and hybrid class schedule by comparing student writing skill perception questionnaires, teaching evaluation questionnaires, and written assignments for control and experimental groups. Findings suggest that a blended approach can offer flexibility for a wider range of learners, address larger class size concerns, and provide additional learning materials, all of which add options for composition delivery in the as-yet sparsely researched Canadian context.  \nCet article traite d’un format pilote d’apprentissage hybride pour un cours canadien de composition de première année basé sur le genre. Il mesure les réponses à des outils pédagogiques en ligne et à l’emploi du temps des classes hybrides en comparant des questionnaires sur la perception des étudiants en ce qui concerne leurs compétences en rédaction, des questionnaires sur l’évaluation del’enseignement et des travaux écrits pour les groupes de contrôle et les groupes expérimentaux. Les résultats suggèrent que l’approche hybride peut présenter une certaine flexibilité pour une vastegamme d’apprenants, qu’elle peut répondre aux problèmes posés par les très grandes classes et offrir des outils pédagogiques supplémentaires. Tout ceci ajoute des options pour l’enseignement de la composition dans le contexte canadien qui fait encore peu l’objet de recherches.  \nKeywords  \nblended or hybrid learning, composition, genre theory, Canadian higher education  \nCover Page Footnote  \nI would like to acknowledge the support of UBC Okanagan's Centre for Teaching and Learning in preparing and completing this study. Thank you also to Drs. Alwyn Spies, Cathi Shaw, and Natasha Rebry for their input and feedback on this study.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotl-rcacea.2019.1.7992](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7992)  \nTechnological developments over the past decade and a half have led to the increasing use of blended learning resources in a range of higher educational contexts. Blended or hybrid learning is defined as the “integration of thoughtfully selected and complementary face-to-face and online approaches” (Garrison & Vaughn, 2008, p. 148) . Blended approaches have been widely recognized as offering potential for increasing the relevance and accessibility of course content to students (Kürthen & Smith, 2006) . Moreover, blended learning practitioners and educational theorists note the value of these approaches in combining the benefits of face-to-face (F2F) interaction with the time and space for reflection provided by online modes. As Vaughan, Cleveland-Innes, and Garrison (2013) explain, “integrating face-to-face synchronous communication and text-based online asynchronous communication is powerfully complementary for higher educational purposes”(p. 9) . While blended","cbCaimLkAG1CLAVK","https://ap.wps.com/l/cbCaimLkAG1CLAVK","pdf",296671,22,"English","# Abstract\n# Keywords\n# Introduction\n## Definition and context of blended learning\n## Need for research in Canadian first-year composition courses\n## Class size challenges and composition learning requirements","[{\"question\":\"What does the paper study about blended learning in composition courses?\",\"answer\":\"It investigates a pilot blended learning format for a first-year, genre-based Canadian composition course using online materials and a hybrid schedule.\"},{\"question\":\"How are outcomes measured in the study?\",\"answer\":\"Outcomes are assessed through student writing-skill perception questionnaires, teaching evaluation questionnaires, and written assignments comparing control and experimental groups.\"},{\"question\":\"Why is blended learning considered useful for Canadian composition instruction?\",\"answer\":\"The paper argues blended approaches can increase flexibility, address large class size constraints, and expand available composition delivery options in a context with limited research.\"}]","Complementary Learning - Piloting a Blended Format for Canadian Composition Courses | PDF",1792082119,55]